{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/12016"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/12016","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Investigating professional identity in undergraduate physiotherapy education","abstract":"Clinical practice remains an integral part of the training of physiotherapy students. It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. 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It is seen as an effective way of socialising students into the profession. By placing students in a clinical setting where under the guidance of clinicians and clinical educators, they are able to put their classroom taught procedures into practice it is believed that they then start to develop an understanding of what being a physiotherapist entails. Drawing on Lave and Wenger's model of situated learning, this research sets out to understand how final year physiotherapy students begin to develop their identity as physiotherapists. 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